Environmental Education Practice Research Articles

Practical Wisdom in Environmental Education

To create an ecologically literate, motivated, and engaged citizenry, environmental education must help students develop practical wisdom. We discuss three elements of teaching central to this task: first, greater emphasis on contextualized knowledge, grounded in particular places and cases; second, multi-modal learning that engages students as whole persons both cognitively and affectively; and third, stronger connections between knowing and doing, or between knowledge and responsibility. We illustrate these elements through our experience teaching field-based environmental studies courses, but also emphasize ways in which practical environmental education can be effectively incorporated into campus-based classes.

Accountability and Collaboration: Institutional Barriers and Strategic Pathways for Place-based Education

This article makes the case that place-based and environmental education theory and practice must be responsive to, while attempting to transform, the institutional dynamics of schooling. In the present climate of education in the USA two dynamics of schooling deserve particular attention with respect to the possibilities for place-based and environmental education: the discourse of accountability and the discourse of collaboration. Drawing especially on Foucault's analyses of disciplinary power and governmentality, I show how practices associated with accountability and collaboration limit or preclude the deepening and spreading of place-based and environmental education. However, I also argue that even given the serious limitations imposed by current trends of collaboration and accountability, these trends offer place-based and environmental educators powerful entry points through which to initiate change within the formal school setting. The conclusion of the paper outlines three models of collaboration for place-conscious education through which accountability is redefined in the interest of places.

Understanding environmental behavioural change through communication: a new perspective of environmental education

This paper describes a five-year research project in the field of communication sciences, focused on the communicational understanding of the concept of environmental behaviour change. In our research, responsible environmental behaviour (REB) was studied from the communication perspective in order to understand the individual and the social factors that lead to the adoption or rejection of the REB. We developed a model that explains how the concept of responsible environmental behaviour is modified and translated as the communication exchange between actors take place. Our communication model was applied to explain how REB is defined, translated and implemented in relationship to water in the case of Mexico. Perceptions and interests are key elements in the communication interactions concerning the adoption of this new behaviour. The communication perspective gives us some tools to improve the environmental education practice.

Environmental education scholarship in a 'marketised' setting: A case study in a university environmental education programme

For more than a decade the traditional roles of universities and the traditional and conventional views of scholarship (academic work) have been called into question. These shifts in the academe have led to the introduction of various forms of practice, which has often resulted in conflicting viewpoints and tensions. Restructuring in higher education in South Africa (as elsewhere) has been linked to global, social and economic trends and a general decrease in revenue for universities from state sources (Jansen, 2001; Mora & Villarreal, 2001). This has forced universities into an entrepreneurial culture which has had far reaching implications for the work of academics. This has led to conflict between intrinsic work motivation and working towards extrinsic reward systems. In this paper we describe a university-based case study which demonstrates how a practice of scholarship in environmental education can be in conflict with conventions related to the construct of scholarship at institutional and broader academic levels in a 'marketised' environment. In terms of our experience we argue for a broader view of scholarship which focuses on more than 'brownie points' and 'bean counts' and includes service rendered to various academic communities as indicators for scholarly practice and scholarship in environmental education.

Government, business and the public: The role of environmental education in creating sustainable urban places

This paper focuses on the need to further environmental education research within a context in which local government, local business and tertiary institutions are viewed as interlinked components of the development process. Research and interaction with local stakeholders offers an opportunity to chart a path that intersects and then fuses environmental education with that of environmental and development practice. The paper focuses on three research initiatives that highlight the intrinsic need to create a learning society and how to gain more robust recognition for the role of environmental education research as a developmental process. The three research initiatives deal with the integration of environmental management systems thinking in local government (case 1), how a local government envisaged environmental education campaign constitutes challenges for environmental education research (case 2), and how pollution highlights the need for partnerships in addressing the Polluter Pays Principle (case 3). Findings from the research underscore the lack of environmental concerns within the decision-making process in local government. Paucity of capacity to monitor and act on challenges within this sector also point to the need for coordinated action against industrial misdemeanours, where self-regulation is still far from a reality. Most importantly, we argue that environmental education research and practice should contribute to the strengthening of facilitation skills and systems thinking amongst researchers who work within networks of stakeholders who must ensure sustainable urban places in the future.

The Growing Role of Civil Society in a Neo-liberalising State: Environmental Education in the Republic of Macedonia

Neoliberal economic policies have guided the post-socialist transformation of the Former Yugoslav Republic of Macedonia, with far-reaching implications for its national educational system. The provision of environmental education has been affected by the expansion of environmental NGOs into the traditional liabilities of the state. This has pluralised environmental education practices and methods, although the formal aspects of the schooling system are still interlaced with socialist legacies. The country needs further standardisation and coordination of environmental education activities, in line with the shared values and goals of society.

As dimensões dos valores e da participação política em projetos de professoras: abordagens sobre os resíduos sólidos

Este trabalho aborda elementos relativos às dimensões dos valores e da participação política, desenvolvidos por professoras, quando da elaboração de projetos temáticos sobre resíduos sólidos. A análise representa um momento da investigação dos processos de educação continuada de professoras de séries iniciais do Ensino Fundamental, de São Carlos, SP, ao aprender e ensinar conteúdos relativos à temática ambiental, com foco nos resíduos sólidos. Apontamos na discussão dos dados que as professoras freqüentemente não reconhecem os limites da dimensão dos conhecimentos, o que provavelmente dificulta a percepção das possibilidades de desenvolvimento do trabalho com as dimensões dos valores éticos e da participação política. Analisamos, para estas dimensões, alguns aspectos que se destacaram na pesquisa realizada.

How Research Helped Us To Move From Awareness to Action and Then to Systems Development

AbstractHow can an organisation move from awareness raising, in the form of natural history poster production, to the development of systems that change organisations? Through close integration of research and practice, the Gould League has achieved this transformation. It began with extensive research into best practice environmental education, going beyond the traditional boundaries of environmental education to areas that included the psychology of culture change, business management, systems thinking, governance, drug education, marketing and organisational psychology. This broad approach to research has led to the development of highly effective sustainability education programs, such as Waste Wise Schools and Sustainable Schools.The Waste Wise Schools Program, funded by EcoRecycle Victoria and managed in consultation with the Gould League, is an action-based waste education program. Originating in Victoria in 1998, it has been adopted by over a third of Victorian schools and has led to widespread outcomes, including waste reductions of up to 95%. There is strong evidence from surveys that this program is sustainable in schools over time and research confirms that the program is contributing to changes in the waste-wise thinking and behaviour of the families of the children at these schools.A model for culture change in schools, based on the experiences of the Waste Wise Schools Program, has also been developed. This model, a valuable tool in the continual improvement of Waste Wise Schools, has applications to sustainability education in general.

The role and impact of the business school curriculum in shaping environmental education at Middlesex University

Greening universities in terms of their curriculum and operations is a logical extension of the process of environmental education initiated in our schools and the process of corporate environmental management occurring in our industrial and service society, from the latter part of the twentieth century onwards. Examines the values, actions and attitudes of a group of students in a UK business school as they enter and leave the culture of the university and the role the university has potentially played changing these values, actions and knowledge. Begins by discussing generally the role of higher education in moving society towards sustainability. Then presents the case study of Middlesex University in the UK, examining the practice of environmental education in the Business School. Then presents an empirical investigation of students’ environmental attitude action and knowledge that occurred from 1998‐2001. Finally reviews how successful the Business School has been at changing or reinforcing students’ environmental values, knowledge and action, as evidenced by the longitudinal work.

Ecological literacy: the ‘missing paradigm’ in environmental education (part one)

Environmental educators often maintain that primary school education should endeavour to improve and protect the environment through producing an ‘environmentally informed, committed and active citizenry’, yet existing research shows that the implementation of environmental education in primary schools is problematic and has had limited success. The reasons for these shortcomings are far from clear, with present research merely speculating about barriers to effective implementation.To this extent, there is a dearth of empirical research about primary school teachers' knowledge of environmental education and the degree to which teachers' knowledge inhibits environmental education practice. As such, this article investigates Australian primary school teachers' knowledge about environmental education, and in so doing utilises a combined-methods approach and the theoretical concept of ‘ecological literacy’ (eco-literacy) to assess primary school teachers' knowledge (and beliefs) about environmental education.Based upon the findings of this study, we contend that Australian (specifically Queensland) primary school teachers are likely to be functioning at a ‘knowledge’ level of ecological illiteracy and/or nominal ecological literacy. Furthermore, such primary school teachers tend to dismiss the importance of knowledge, preferring to focus upon attitudes and values in the teaching of environmental education. As shown in existing research, these trends can be placed in wider theoretical debates to do with knowledge and education generally. In any case, such levels of ecological literacy are inadequate if ecologically literate students and thus an ecologically literate citizenry are to be achieved within schools.

Environmental Education: From policy to practice

The field of environmental education faces a process of continuous conceptual reconstruction that is underpinned by the complexity of the social and political changes occurring throughout the world as consequences of environmental crises and the different perspectives through which they are understood in different contexts. Thus there is a need to review and reflect on the meanings of environmental education, its theory and its practice. To address such issues the seminar, 'Environmental Education: from policy to practice', was held at King's College London in March 2001, under the sponsorship of the British Council and directed by Justin Dillon. The seminar brought together environmental educators from a broad spectrum--policy developers, researchers and practitioners--from Belize, Botswana, Brazil, Canada, Colombia, Cyprus, the Czech Republic, India, Mexico, the Russian Federation, Singapore, Swaziland, Sweden, the United Kingdom, the United States of America, Venezuela and Zimbabwe. During a thought-provoking six days the seminar discussed a diverse range of ideas about the current trends and future practices in environmental education. In this report we present our 'reading' and reflection on two major aspects of the discussion: the meanings of environmental education and education for sustainable development in different cultures and contexts. This we do from our own positions as academics working on environmental education in Latin American contexts.

The Socio-cultural Influences on Environmental Understandings of Australian School Students: A response to Rickinson

The study reported in this paper emerged from a concern that despite 20 years of theorizing about the practice of environmental education in Australian schools it continues to be marginalized in the school curriculum. The educational problem we set out to address was how to improve teaching and learning in relation to environmental issues in schools and the broader community in Australia. In this paper we position our study in relation to Rickinson's report on research focused on learners and learning in environmental education. We also draw on Hart and Nolan's 1999 paper on trends in environmental education research. We argue that while the aims of environmental education are well documented, and there is agreement that environmental education in schools is an important strategy in achieving environmental improvement, little is known about the environmental understandings held by children. Our study sought to provide data on the environmental understandings of young people. In order to achieve this aim we linked with government and community groups who also had an interest in the outcomes of the study. We report on the outcomes of the study and specifically in relation to the working partnership we had with 'partner groups'.

Biodiversity and environmental education: A contradiction?

The need for the maintenance of biodiversity has become a much-debated environmental concern. However, calling for continued biodiversity exposes one to potential accusations of caring more for the natural environment than for people. This article briefly reviews the development of environmental education and provides an overview of the concepts “biodiversity”, “sustainable development” and “sustainable consumption”. Reasons for maintaining biodiversity while simultaneously allowing for sustainable development and sustainable consumption are considered, but the main purpose of the article is to raise questions about current environmental education practice in South Africa and whether the concern of biodiversity is in actual fact addressed.

What if Teaching Went Wild?

Almost by necessity, school cuts us off from the experience of a larger world: from natural rhythms, natural beings, more-than-human flows of knowledge and inspiration. In fact, we could hardly design a worse setting for environmental education! The problem is that, at least for now, we’re stuck with it. Part of our challenge is to find ways to work toward and embody a radically different practice and philosophy of (environmental) education within schools as we know them. This paper suggests that even in a traditional classroom it is still possible to unsettle our deeply-felt sense of disconnection from the world, and to begin to reconnect. It may even be possible to make use of school’s hyperhumanized and academic setting to this very end. The required pedagogy, however, is rather wild. It is much more personally demanding and unnerving than the usual sorts of pedagogical innovations. The latter part of this paper suggests a series of “everyday and practical” classroom strategies in this new key.

Designing a Field Code: Environmental values in primary school

This article discusses an analysis of classroom transcriptions in the 4th grade (9 to 10 years of age) about the elaboration by pupils of a behaviour code for a field trip. Data collection involved classroom recording and observation, and analysis of students' productions. Classroom conversation was analysed in terms of triadic or true dialogue. The purpose of the study was to characterise good teaching practices in environmental education and to document, to some extent, the path from claim to behaviour or action. Results show how the pupils are able to create and justify their own rules, how they cope with conflicts and which environmental values are sustained by them.

The challenge and practice of environmental education in developing regions

This paper outlines the approaches taken in the process of the evolution of environmental education in Russia. The authors have participated in the transformation of curricula in the Republic of Bashkortostan, a region in the southeastern part of European Russia. We believe these transformations respond to the needs of the region. The changes adopted in the secondary school and in three major regional universities are summarized and the specific problems of introducing environmental education at the pedagogical and engineering oriented university are evaluated. The results of a survey measuring the impact of a new environmentally oriented curriculum are included.

Education for sustainability in primary schools in Hong Kong

This article is based on an investigation of the implementation of environmental education in Hong Kong primary schools using a questionnaire survey and case studies. It will be divided into three parts: one focusing on the gap between rhetoric and practice in environmental education in the questionnaire results; one highlighting curriculum organisation of environmental education through case studies; and one discussing the nature and content of environmental education in these case-study schools.

Solving Local Environmental Problems in Environmental Education: A Brazilian case study

A discussion is developed regarding the ideological implications of the use of local environmental problem solving as a methodology suggested by UNESCO at the Tbilisi Conference, as well as in various Brazilian federal policy documents. Whether understood as a theme-generator or an end-in-itself, environmental education practice may be divided into two types, with different ideological repercussions as regards their very essence; namely a commitment to transform contemporary society's values.

Professional Development of Nonformal Environmental Educators Through School-based Partnerships

Although natural resource professionals are adept at managing resources, they often lack the skills and the desire to fulfill their roles as nonformal environmental educators. School-based partnerships are a potential vehicle for enhancing skills for delivering environmental education. Research shows that teachers benefit from partnerships, but the benefits of partnering for nonformal educators are unknown. This exploratory study investigated (a) if partnerships enable natural resource professionals to better perform their roles as nonformal environmental educators, and (b) if partnerships benefit natural resource agencies and their employees in other ways. Widespread development was self-reported during interviews, both in environmental education practices and in workplace-related job performance, especially in interpersonal skills, thinking and basic skills, and managing resources and information.

Interrogating Silence: Environmental Education Research as Postcolonialist Textwork

In December 1997 I was privileged—and very pleasantly surprised—to receive the inaugural Allen Strom Eureka Prize for Environmental Education for ‘environmental education research of a substantive nature which contributes to professional thinking and practice’. According to the program for the prize-giving ceremony, I was awarded the prize ‘for research on recent cultural and philosophical movements, such as postmodernism, which has translated and applied complex social theories to theory and practice in environmental education’.I want to take this opportunity to repeat my thanks to the New South Wales Environment Protection Authority for their generous sponsorship of this prize. I offer these thanks not only as an individual recipient but also on behalf of the wider Australian environmental education community. I see particular significance in the Allen Strom Eureka Prize for Environmental Education being awarded in a suite that includes separate prizes for environmental research and environmental journalism. This helps to distinguish our field from other disciplines with which it is sometimes confused. My own research emphasises that environmental education is not just another type of environmental study but more a form of cultural and media literacy.